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Analysis Of John Steinbeck's 'A Rose For Emily'

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5. “A Rose for Emily” is the story of a town’s curiosity regarding Miss Emily Grierson, beginning with her death and ultimately ending with her death and revealing what an odd, haunted life she led. Miss Emily had a very secretive life, with only a servant –who would say nothing when asked– knowing what went about in her old house. There is much discussion of a curious smell coming from Miss Emily’s house, and of a lover deserting her after her father’s death. In the end, it becomes apparent the lover had not deserted Miss Emily but had been killed by Miss Emily, who had bought poison for just such a purpose. The town can see Miss Emily’s true nature when they find she had lain next to him, possibly each night, in a sort of infatuated sickness. 4. Identity one protagonist and antagonist and discuss conflict: One protagonist is Judge Stevens and one antagonist is Miss Emily. The conflict is that Miss Emily is clearly very strange and possibly dangerous, but the Judge does not want to insult her or invade her privacy, there is also …show more content…

Three quotes from “The Chrysanthemums” (Steinbeck, 1938) that reveal something about the characters are: ‘Well, I can only tell you what it feels like. It 's when you 're picking off the buds you don 't want. Everything goes right down into your fingertips. You watch your fingers work. They do it themselves. You can feel how it is. They pick and pick the buds. They never make a mistake. They 're with the plant. Do you see? Your fingers and the plant. You can feel that, right up your arm. They know. They never make a mistake. You can feel it. When you 're like that you can 't do anything wrong. Do you see that? Can you understand that?’ (p. 54) ‘Elisa 's voice grew husky. She broke in on him. "I 've never lived as you do, but I know what you mean. When the night is dark—why, the stars are sharp-pointed, and there 's quiet. Why, you rise up and up! Every pointed star gets driven into your body. It 's like that. Hot and sharp

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In the beginning of the play when the plant makes its debut, it is described as “a feeble little plant growing doggedly” (Hansberry 23). It is not a beautiful plant, but it could win a prize for its tenacity. Its appearance may not match Mama’s, but its will to survive most definitely does. Mama is “full-bodied and strong” (23) with an air similar to that of “the noble bearing of the women of the Hereros of Southwest Africa” (23), which does not parallel the appearance her beloved plant.

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During the mid-1800s, the South, a region of solely one industry, found itself isolated from the rest of the U.S. Naturally, in respect to their primarily industry, instead of taking part in the quickly expanding rail network in America going on during this age, the South advanced as market and transportation centers instead. In addition, an other isolation factor was the major barrier of the Appalachian Mountains, which presented difficulties in attempts to building railroad lines. Lew presents this as one of the factors which tribute to the high degree of isolation and lower development level in the deep

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Through the book I have learned so much about plants and have started to see them differently; when I look out my window and see my large evergreen tree I now admire how much it has been through.  My mind set has been changing gradually into admiring plant and seeing them as hard workers instead of something that is just scenery.   However, my view on plants changed drastically when I read chapter eleven.  Chapter eleven informed us that plants care about each other, just like humans, and they can “talk.”

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“A Rose for Emily” is a unique short story that keeps the reader guessing even though its first sentence already reveals the majority of the content. William Faulkner’s “A Rose for Emily” is the epitome of a work that follows an unconventional plot structure and a non-linear timeline, but this method of organization is intentional, as it creates suspense throughout the story. William Faulkner’s “A Rose for Emily” follows an unusual plot structure, which creates an eccentric application of suspense to a short story. Throughout the story, there are no clear indications of standard plot structure in each section, such as intro, climax, and denouement. Instead, there are sections, which are not in chronological order, that describe a particular conflict or event, which in turn creates suspense, as each conflict builds upon each other to make the reader question the overall context and organization of the story.

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Telling the story in an irregular order, Faulkner develops a sense of suspense by adding details to the mysterious Miss Emily. “Alive, Miss Emily had been a tradition, a duty, and a care: a sort of hereditary obligation upon the town” (451). The reader learns that Miss Emily had been seen as an eccentric woman that the people of the town had to take care of and overlook, ultimately overlooking her as a suspect in Homer Barron’s disappearance. Miss Emily often disappears into her house for months and years at a time,

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I. To begin with, we will analyze section one and learn some background information. In the A Rose for Emily, the narrator is recalling Emily’s funeral by saying “…when Miss Emily Grierson died our whole town went to the funeral…” (Mays 629). The narrator talks about Emily’s house before when she was alive.

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In his short story, “A Rose for Emily,” William Faulkner intends to convey a message to his audience about the unwillingness in human nature to accept change and more specifically the secretive tendencies of aristocrats in the South during the early 20th century. In order to do this, Faulkner sets up a story in which he isolates and old aristocratic woman, Miss Emily, from her fellow townspeople and proceeds to juxtapose her lifestyle with theirs. In doing this he demonstrates her stubborn refusal to change along with the town, but also Among several literary devices the author employs to achieve this contrast, Faulkner sets up his narrator as a seemingly reliable, impartial and knowledgeable member of the community in which Miss Emily lives by using a first person plural, partially omniscient point of view. The narrator is present for all of the scenes that take place in the story, but does not play any role in the events, and speaks for the town as a whole. Faulkner immediately sets up his narrator as a member of the community in the first line of the story, saying that when Miss Emily died “our whole town went to her funeral.”

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The story "A Rose for Emily¨, tells the years of Emily´s life after her father's death and the towns reaction and thoughts based on her actions and events in her life. After her father's death she isolated herself from the whole town and rejected every man in the town.

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Similarly, the protagonist in “A Rose for Emily” is Emily Grierson. The house that she lives in drives her mind to inhabit it in dusty and dark. Miss Emily is a mysterious character. The impression that Miss Emily gives us about her is that she is a “necrophiliac”. Necrophilia means a sexual attraction to dead bodies.

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In “A Rose for Emily,” the protagonist, Emily displays the obsession through her isolation. Equally important, the theme of obsession works as a preeminent role through the protagonist. Emily was never allowed to be autonomous growing up, and she goes beyond the lines on maintaining a strong intimacy through her isolating lifestyle. In essence, Emily develops a mental illness from severe isolation due to the actions of her father.

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If we see a plant is going to die, we would not cry and feel pain. Instead, we would throw them away and buy a new

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In William Faulkner’s, “A Rose for Emily,” the historical context is important to understand. In order to fully comprehend the short story there must be some sort of understanding about the time period in which the story took place. This short story took place in the 18th/19th century during and after the Civil War in the South. In “A Rose for Emily” the historical context shows the social, economic, and the cultural environment of the background. Miss Emily was born during the Civil War.

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